The Effect of Online Tasks for Algebra on Student Achievement in Grade 8

Drijvers, Paul; Doorman, Michiel; Kirschner, Paul A.; Hoogveld, Bert; Boon, Peter

doi:10.1007/s10758-014-9217-5

Cited by 14 publications

(9 citation statements)

References 19 publications

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“…In an effect study using multilevel models, the feedback-rich intervention indeed turned out to be effective (Bokhove & Drijvers, 2012b). In another study, however, on 13and 14-year-old students solving linear and quadratic equations in the DME, the intervention was not successful (Drijvers, Doorman, Kirschner, Hoogveld, & Boon, 2014). Apparently, the success of such interventions is not straightforward.…”

Section: Design Choicesmentioning

confidence: 96%

Digital Tools in Dutch Mathematics Education: A Dialectic Relationship

Drijvers

2020

ICME-13 Monographs

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Nowadays, digital tools for mathematics education are sophisticated and widely available. These tools offer important opportunities, but also come with constraints. Some tools are hard to tailor by teachers, educational designers and researchers; their functionality has to be taken for granted. Other tools offer many possible educational applications, which require didactical choices. In both cases, one may experience a tension between a teacher's didactical goals and the tool's affordances. From the perspective of Realistic Mathematics Education (RME), this challenge concerns both guided reinvention and didactical phenomenology. In this chapter, this dialectic relationship will be addressed through the description of two particular cases of using digital tools in Dutch mathematics education: the introduction of the graphing calculator (GC), and the evolution of the online Digital Mathematics Environment (DME). From these two case descriptions, my conclusion is that students need to develop new techniques for using digital tools; techniques that interact with conceptual understanding. For teachers, it is important to be able to tailor the digital tool to their didactical intentions. From the perspective of RME, I conclude that its match with using digital technology is not self-evident. Guided reinvention may be challenged by the rigid character of the tools, and the phenomena that form the point of departure of the learning of mathematics may change in a technology-rich classroom.

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Section: Design Choicesmentioning

confidence: 96%

Digital Tools in Dutch Mathematics Education: A Dialectic Relationship

Drijvers

2020

ICME-13 Monographs

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“…DME is an online tasks environment for mathematics education whereby eighth-grade students were found to be able to acquire conceptual understanding and algebraic skills due to the supportive information, immediate procedural and corrective feedback, and valid practice it provided (Drijvers et al 2014). Nygren and Vikström (2013) found that many upper secondary school students thought it was interesting and instructive to use a digital database (Indiko) in social history learning.…”

Section: What Kinds Of Learning Environments Have Been Used For Exploring Triggers?mentioning

confidence: 99%

“…Recent research has shown that triggering interest can enhance students' selfregulation, collaboration, problem-solving, and joy of learning (Hidi & Renninger, 2006;Roberts & Ousey, 2004;Renninger & Bachrach, 2015;Siklander, Kangas, Ruhalahti, & Korva, 2017). However, little is known about the relevance of digital technologies for triggering interest; most research has focused on applying digital technologies to create a learning environment to help students' academic performance (Furberg, Kluge, & Ludvigsen, 2013;Chen & Wang, 2015;Pozzi, 2011;Drijvers, Doorman, Kirschner, Hoogveld, & Boon, 2014). This study aims to contribute to the limited literature on triggering interest with digital technologies.…”

Section: Introductionmentioning

confidence: 99%

How to trigger students’ interest in digital learning environments: A systematic literature review

Li-ping

Siklander

Ruokamo

2018

seminar

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The digital revolution and globalization have a deep influence on education at all levels. Various digital devices do not only provide students’ Internet connections, but also create more opportunities for them to get inspired, motivated, and engaged in learning activities. Recent research shows that triggering interest can enhance students’ self-regulation, collaboration, problem-solving, and joy of learning. Previous studies show that the pedagogical use of information and communication technology (ICT) can support student-centered and collaborative learning, and develop thinking skills and creativity. However, little is known about the relevance of digital technologies for triggering interest. The aim of this study is to review existing literature in the field of the learning sciences, and provide answers for the following two research questions: 1) Which factors trigger students’ interest in ICT-based learning environments? 2) Which methods have been used for exploring triggers? The systematic literature review (SLR) methodology will be used in this study. The results will be used for developing new research for exploring triggers that can awaken students’ interest in learning. The findings will be useful for researchers and teachers to discover appropriate methods and approaches in successful integration of ICT in learning environments and the teaching process.

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“…Digital technology has a significant role in learning and teaching in the 21 st century, especially during the Coronavirus disease (COVID-19) outbreak. The role ranges from learning management (Hoyos, 2012) to implementing online assessments or tests (Drijvers et al, 2014). Many studies have shown that teachers and students have a positive attitude toward using digital technology in education (Afify, 2019;Drijvers et al, 2014;Jupri, Drijvers, and van den Heuvel-Panhuizen, 2015;Putra, Witri, and Yulita, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…The role ranges from learning management (Hoyos, 2012) to implementing online assessments or tests (Drijvers et al, 2014). Many studies have shown that teachers and students have a positive attitude toward using digital technology in education (Afify, 2019;Drijvers et al, 2014;Jupri, Drijvers, and van den Heuvel-Panhuizen, 2015;Putra, Witri, and Yulita, 2019). The exploitation of technology for online assessment, when used effectively, can be particularly valuable in the assessment of 21 st -century learning (Boitshwarelo et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Online Formative Assessment in Mathematics Education: Prospective Primary Teachers’ Understanding of Rational Numbers

Hainul Putra,

Kartika Sari,

Dahnilsyah

2023

REI

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This study sheds light on prospective primary teachers’ understanding of rational numbers. This is an experimental study that aims to evaluate prospective primary teachers’ mathematical and didactic knowledge of rational numbers through online formative assessment. The participants were 38 prospective primary teachers from a primary teacher education study program at a public university in Pekanbaru, Riau, Indonesia. This study indicates that the prospective teachers have insufficient knowledge of rational numbers, and they possess better mathematical than didactic knowledge. This study also reveals a significant increase in prospective teachers’ mathematical and didactic scores from the first test to the second test.

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The Effect of Online Tasks for Algebra on Student Achievement in Grade 8

Cited by 14 publications

References 19 publications

Digital Tools in Dutch Mathematics Education: A Dialectic Relationship

Digital Tools in Dutch Mathematics Education: A Dialectic Relationship

How to trigger students’ interest in digital learning environments: A systematic literature review

Online Formative Assessment in Mathematics Education: Prospective Primary Teachers’ Understanding of Rational Numbers

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